<![CDATA[Keterampilan berpikir kreatif peserta didik masih tergolong rendah akibat proses pembelajaran yang kurang aktif, di mana peserta didik cenderung menerima informasi secara pasif tanpa mengaitkannya dengan fenomena dunia nyata. Kompleksitas materi IPA serta kurangnya kemampuan dalam menghasilkan ide yang orisinal dan bernilai juga menjadi faktor penyebab. Penelitian ini bertujuan untuk mengukur peningkatan keterampilan berpikir kreatif sebelum dan sesudah pembelajaran, menganalisis keterlaksanaan pembelajaran menggunakan LKPD melalui Real World Problem, serta mengetahui perbedaan keterampilan berpikir kreatif antara peserta didik yang menggunakan LKPD melalui Real World Problem dengan peserta didik yang menggunakan LKPD konvensional. Penelitian menggunakan desain kuasi-eksperimen dengan model Nonequivalent. Sampel terdiri dari 64 siswa yang dibagi dalam kelompok eksperimen dan kontrol. Instrumen berupa kuesioner keterlaksanaan pembelajaran dan tes keterampilan berpikir kreatif. Hasil penelitian menunjukkan: (1) keterampilan berpikir kreatif peserta didik meningkat signifikan, dengan n-gain kelas eksperimen 0,64 (kategori sedang) dan kelas kontrol 0,07 (kategori rendah); (2) keterlaksanaan pembelajaran melalui Real World Problem mencapai rata-rata 90% (kategori sangat baik); dan (3) terdapat perbedaan signifikan antara kelas eksperimen dan kontrol, di mana nilai rata-rata kelas eksperimen lebih tinggi. Dengan demikian, penerapan LKPD melalui Real World Problem efektif meningkatkan keterampilan berpikir kreatif peserta didik.Kata kunci: LKPD, keterampilan berpikir kreatif, pembelajaran ipa, real world problem, suhu. Students' creative thinking skills are still relatively low due to the less active learning process, where students tend to receive information passively without relating it to real-world phenomena. The complexity of science materials and the lack of ability to produce original and valuable ideas are also contributing factors. This study aims to measure the increase in creative thinking skills before and after learning, analyze the implementation of learning using student worksheets through Real World Problems, and determine the differences in creative thinking skills between students who use student worksheets through Real World Problems and students who use conventional student worksheets. The study used a quasi-experimental design with a Nonequivalent model. The sample consisted of 64 students divided into experimental and control groups. The instruments were a learning implementation questionnaire and a creative thinking skills test. The results of the study showed: (1) students' creative thinking skills increased significantly, with an n-gain of 0.64 in the experimental class (medium category) and 0.07 in the control class (low category); (2) the implementation of learning through Real World Problems reached an average of 90% (very good category); and (3) there is a significant difference between the experimental and control classes, where the average score of the experimental class is higher. Thus, the application of student worksheets through Real World Problems is effective in improving students' creative thinking skills.Keywords:Real World Problems, students’ worksheets, creative thinking skills, science learning, temperature. ]]>
